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Introduction

Through the September edition of School Science Review (issue 370), ASE welcomes this opportunity to introduce our members to the important work of the Royal Society of Biology, Royal Society of Chemistry and Institute of Physics on framing the secondary science curriculum in anticipation of curriculum reforms in the future.
 
We encourage you to feedback directly to the authors of articles from the professional bodies (Daniele Gibney, Lauren McLeod and Charles Tracy) and invite you to provide your views to ASE here which will in turn inform the work of our Education Group and 11-19 committee, amongst other ASE groups, who are reflecting on the framework developments to date. Our discussions will also cover primary science.

We are particularly interested in your views on the following:

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* 1. The different approaches taken by the professional bodies in drawing up their frameworks and their suitability for further development towards curricula that could be effectively adopted by science departments to support their planning and teaching for all students.

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* 2. The underpinning narratives and how effectively the ‘Big Ideas of Science Education’ www.ase.org.uk/bigideas  work of ASE past president, Wynne Harlen, and colleagues, have been developed in these early frameworks.

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* 3. How successfully the frameworks bring out the distinctiveness of the disciplines and their practices as well as highlighting the commonalities of approaches to the nature of science.

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* 4. How the professional bodies could collectively draw out cross-cutting themes so that students make informed connections and progression when encountering these themes at each stage of their learning through different disciplines and contexts.

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* 5. How effectively the frameworks would support young people to play an informed role in society and prepare them for an academic, technical or vocational world of interdisciplinary work.

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